Discuss how elementary teachers can integrate technology into their language arts classrooms. Share your personal plan for integrating technology.

DISCUSSION 6

ANSWER THE DISCUSSION

Discuss how elementary teachers can integrate technology into their language arts classrooms. Share your personal plan for integrating technology.

RESPONSE BELOW

KIMBERLY

Elementary teachers can integrate technology into their language arts classrooms via Smart Boards, online resources, and PowerPoint presentations. For example, I teach a mini lesson for each lesson in the reading and writing workshops. My mini lessons are 10 minutes in length and I introduce the lesson via a PowerPoint presentation. This lesson supports the students’ understanding with assigned activities after the lesson. For instance, in the informational unit of study, students select a historical topic and then research their topic using their laptops or the student desk tops available in the classroom. Students research primary and secondary sources, take notes, and write their drafts on Word in Office 365. Students save their work in the Cloud allowing them access to their research on any device. This allows students to eliminate being tethered to one device. Another piece of technology that is extremely valuable is One Note. Students are required to read 40 minutes every night for daily homework. Students complete their reading logs on One Note as well as submit answers to assigned reading prompts. These daily assigned tasks are immediately accessible to the teacher via the class notebook. The teacher can provide feedback to the One Note submissions which is extremely valuable to the students. Also, a valuable tool when I teach a mini lesson is embedding a YouTube Read Aloud into PowerPoint. For example, when I am teaching a lesson on perspective in the narrative unit of study, I utilize the story “Voices in the Park” to demonstrate the 3 perspectives shared in the short story. The YouTube read aloud is helpful for students to gain understanding of the story as they analyze the perspectives gleaned from each of the characters. Furthermore, the students have access to the PowerPoints in Canvas and can review them if they need further explanations of the mini lesson. In addition, using IXL.com and commonlit.org to strengthen reading and writing skills are also very helpful. I assign daily language arts IXL activities aligned with the unit of study to build students’ skills.

CHERYLE

A teacher’s ability to engage students is boosted by a variety of learning technologies and tools because they make it easier for students to access a wealth of information and engaging activities (The Future of Education: Integrating Technology in the Classroom, n.d.). Computers, laptops, and tablets can be used by teachers to give students access to the internet so they can do research,visit educational websites and play educational games. Using smartboards in the classroom  allows students to collaborate in real-time on the display, and share notes on a class wiki or website while maintaining an engaging learning environment (The Future of Education: Integrating Technology in the Classroom, n.d.). One second grade teacher, at the school where I work, allowed her students to create music videos. She used her phone to tape the class. She then uploaded to her computer and the class was able to watch on the Smartboard. This was one of their English assignments. This was also a way that she assessed her students. Now I liked that idea. I would take that idea from that second grade teacher, and make videos, plays etc. This sounded like a fun way to integrate technology into the classroom.

Technology integration is a topic that interests me as an elementary teacher. I believe that technology can offer many benefits for language arts instruction, such as enhancing students’ motivation, engagement, creativity, and collaboration. I have a personal plan for integrating technology into my language arts classroom, which I will share with you.

First, I want to use digital storytelling tools like Storybird or Book Creator to help students create their own stories using images, text, audio, and video. Digital storytelling can help students develop their writing skills, express their voice, and share their stories with a wider audience. I plan to use these tools for different genres of writing, such as narrative, informational, persuasive, and poetry.

Second, I want to use online platforms like Padlet or Flipgrid to facilitate discussions and reflections on texts that we read in class. These platforms can help students post their opinions, questions, comments, and connections on a virtual wall or video board. They can also respond to each other’s posts and engage in meaningful conversations. I plan to use these platforms for different types of texts, such as novels, short stories, articles, and poems.

Third, I want to use online games like Kahoot or Quizizz to review and assess students’ learning outcomes. These games can help students practice their vocabulary, grammar, spelling, and comprehension skills in a fun and interactive way. They can also provide me with instant feedback on students’ performance and progress. I plan to use these games for different topics and standards that we cover in class.

These are some of the ways that I intend to integrate technology into my language arts classroom. I hope that by using technology, I can make language arts more enjoyable and meaningful for my students. I also hope that I can prepare them for the digital world that they live in and will face in the future.

Some other digital storytelling tools that you might want to try are:

• Storybird¹: A tool that lets you create beautiful stories with images, text, and audio. You can choose from a variety of artwork and themes, or upload your own images. You can also collaborate with other writers, publish your stories online, and join a community of storytellers.
• Book Creator¹: A tool that lets you create your own ebooks with images, text, audio, video, and interactive elements. You can choose from different templates and layouts, or customize your own. You can also export your books as PDFs, ePub files, or videos.
• Zooburst¹: A tool that lets you create 3D pop-up books with images, text, audio, and animations. You can use the built-in library of characters and props, or upload your own. You can also view your books in augmented reality using a webcam or a mobile device.
• Imagine Forest¹: A tool that lets you create interactive stories with images, text, audio, and quizzes. You can use the story starters and prompts to get inspired, or write your own stories from scratch. You can also earn rewards and badges for your writing achievements.

These are just some of the many digital storytelling tools that are available online. You can find more by searching on Bing or browsing the websites of eLearning Industry or Coursera. I hope you enjoy creating and sharing your digital stories! 😊

Digital storytelling is the use of digital media to create and share stories, often with a personal or social message. Digital storytelling can be a powerful tool for science education, as it can help students explore scientific concepts, phenomena, and issues in a creative and engaging way¹. Here are some possible ways to use digital storytelling in science:

• Use digital storytelling to document scientific investigations, experiments, or projects. Students can use digital tools to record their observations, data, analysis, and conclusions, and present them in a narrative format. For example, students can create a video diary of their science fair project, or a podcast of their field trip to a natural park².
• Use digital storytelling to communicate scientific information, arguments, or perspectives. Students can use digital tools to synthesize and convey scientific facts, evidence, and reasoning, and persuade their audience to adopt a certain point of view. For example, students can create a slideshow or an infographic to explain the causes and effects of climate change, or a blog post or a comic strip to advocate for environmental conservation².
• Use digital storytelling to explore scientific connections, implications, or applications. Students can use digital tools to relate science to their personal lives, their communities, or the world at large, and reflect on the ethical, social, or cultural aspects of science. For example, students can create a digital portfolio or a website to showcase how they use science in their hobbies, interests, or careers, or a digital story or a game to illustrate how science affects their values, beliefs, or decisions².

These are some of the ways that you can use digital storytelling in science. You can find more examples and resources by searching on Bing or browsing the websites of Digital Storytelling in Science or Nature Reviews Molecular Cell Biology. I hope you enjoy using digital storytelling in your science classroom